let’s tinker! - digital dreams systemsimplementing partners – kishore balaji, anshul sonak,...

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Let’s tinker!A Handbook

DISCLAIMERThe content in this handbook has been curated & collated from various online sources and is purely & solely for academic, education purposes. We do not intend to infringe on any copyrights.

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ACknoWLEDgEMEnT

This Handbook is the outcome of the support of the numerous people who have contributed, reviewed and suggested changes to it over a long period of time.

We would like to acknowledge them here. The names are in no particular order and each one of them has been supportive and patient in providing their inputs, sharing their experiences, and guiding us through the entire journey of this hand book.

Team of subject experts and makers - Ms. Shyda Rana, Ms. Astha Sharma, Mr. Sohil Patel, Ms. Puneet Sardana; Atal Innovation Mission Team at nITI Aayog – Mr. R Ramanan, Dr. C. Muralikrishna kumar, Dr. Ayesha Chaudhary, Varsha Dandapani, Mr. U.k. Sharma; the team at Foundation for Innovation & Collaborative Education – Raghav Ankur, Poornima Phadke, girish kS, Jonathan Rajiv, Ravi Chugh, Amit Tuteja, nagesh Singh; Innovation Coaches at Atal Tinkering Labs - Viraj gandhi, Vinay Babu Ulli, Akshay Chawla, Anip Sharma, Ronak Jogeshwar, Bhavik khurana, Bhvaneswari Arjunan, Rashi nigam, Pravin Prajapati, Ashish Srivastava; the entire team at Intel and its implementing partners – kishore Balaji, Anshul Sonak, Shweta khurana, Sharon E kumar, Saloni Singhal, Anoop Rawat, Shray Singh, Shipra Chowdhary and Anuj Duggal.

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INDEXInTRoDUCTIon• About the book• Who is the audience for this book?• How to use this book?

Suggested role of a facilitator

Suggested facilitation techniques

Suggested logistics arrangements for ATL sessions

ConTEnT oVERVIEW

ATL PRogRAM IMPLEMEnTATIon

ConTEnT gUIDEModule I - Digital Literacy

Module II - Ideation

Module III - Design Thinking

Module IV - Computational Thinking

Module V - Physical Computing

LIST oF ALL RESoURCES PRoVIDED In SoFT CoPY

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InTRoDUCTIon Atal Tinkering Labs (ATLs) are designated 1500 sqft. spaces, with state-of-the-art facilities, set aside for creating something new, a space for innovating and providing solutions for problems faced by individuals and communities.

one of the larger aims of the ATLs is to create a pool of talent that is future ready, by introducing and exposing young innovators to essential world skills; to get them to think out of the box, and break boundaries—and make something unique in the process!

on a broader canvas, the objective is to help instil a ‘maker’ spirit in young people, by providing opportunities for working outside the classroom, using hands-on experimentation and collaboration with the latest technology, and designing it to provide much needed solutions. The program aims to bring the do-it-yourself culture to the forefront, encourage and motivate students to become solution providers and get engaged in self-learning that will not only lead to the development of higher order thinking skills, but may eventually lead to discoveries, innovations and inventions.

About the bookThis book has been created keeping in mind these over-arching objectives of creating an innovation ecosystem in our country and providing opportunities to young minds to make them future skills ready.

The aim of this book is to provide the user - teachers & students with content which has been curated and collated as per the aim of the ATLs. The expectation is that schools can make use of this content as it is, and refer to it to begin with their tinkering journey. This content is not completely exhaustive; rather it aims to provide a direction to lead the students and teachers towards exploring their own interests & passion, raising their upper limits and creating multiple paths for further enhancement of their existing skill sets. The assumption is that users will continue to add more content in their labs in their quest for learning new things,anddiscoveringnovelconceptsastheyproceedtodifferentlevels.

The core guiding principles for this content are being objective and ensuring clarity of concepts along with providing ample hands-on activities for practical know-how.

Who is the audience for this book?• ATL in-charge teacher and all other teachers

• Students in ATL schools

• Parents

• Mentors

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How to use this book?This book and its content have been collated and designed keeping in view that it can be used both in a Do It Yourself (DIY) mode by students and in facilitator mode by teachers.

The objective is to give complete freedom to the students to run through the learning material on their own at their own pace, and also give the know-how to the teacher to take them through each and every aspect of the content. Towards this dual aim:

• Therearefivemodulesinall.Eachmodulewillhave:

- Presentations (PPTs) for explaining concepts - Activity cards for providing hands-on experience - Reference links and videos, both in an explanatory mode and for self-learning mode

• All presentations have speaker notes that can be used both by teachers and students to understand the concepts

• All PPTs, activity cards and reference links have been provided in a soft copy format also, along with this book for easy access

Suggested role of a facilitator

A facilitator could be any one from the school - the designated ATL in–charge teacher and/or the Innovation Coach.

The ATLs have been envisaged to be the hub for innovation, invention, making, tinkering and giving shape to ideas that solve local and global problems using technology. All this requires direction, resources – physical and otherwise, guidance and support at each and every step. Considering this is a novel concept andbeinginitiatedforthefirsttime,itasksforachangeinthemindsetandopennesstolookatthingsandideasdifferently.Thisalsomakesitimperativetoprovidenecessarysupporttobringinthesechangesandmake the program a success. The content has been designed and curated towards this very objective - to help teachers/facilitators to ignite a passion for learning, ideating and creating among students.

Being an Effective ATL Faciltator

Passion to learnPlanning - abilityto plan and coordinate

Practice - thevirtue to practicefor perfection

Play - the ability to engage in productive outcome with joy

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The expectations from facilitators are to:

• Communicate the essence of the ATL program - vision, mission and framework.

• Nurtureinnovativethinkingbyencouragingopenness,flexibilityandcuriosity.

• Includeparticipantsfromdifferentbackgroundsandwithdiverseinterests.Innovationintheclassroomwill follow naturally.

• Respect and accept students’ experience as core to innovative thinking - helping to innovate for contextual issues to further global ones.

• Motivate students to take ownership of their learning.

Suggested facilitation strategies and required skillsEngage students in an environment that is conducive to learning and creativity.

Expectations Suggestive Strategies Required Skillset

Communicate the essence of the ATL program

Read, understand and deliver the vision and mission of the ATL program

• Communication skills – verbal and non verbal

Motivate students to take ownership

To motivate students you will havetomotivateyourselffirst-understanding what motivation is and how to motivate will help

• Communication skills• Social skills – self awareness

Respect and accept students’ experience

Invite students to talk about their experiences in discussion/open house - sharing experiences will make them more responsive

• Experiential learning • Emotional skills – empathy• Values - respect

Include participants from different backgrounds

Createteamswithdifferent skillsets and strengths

• Collaborative and cooperative learning

• Promote inclusion in inclusive education

Identify your style observe and introspect, know your strengths, and accordingly deliver the content

• Ask questions, read, build your information

• Create a group – collaborate online

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Suggested logistics arrangements for sessionsWe suggest arranging and providing for the following things to get optimum results from the learning sessions.

• Classroom/lab with audio and video equipment for showcasing videos and PowerPoint* presentations

• Appropriate seating arrangement for all participants

• Laptop/desktop for students as per the requirement of the content/sessions

• Internet access for all students as per the requirement of the content/sessions

• Basic stationery - pens, pencils, markers, post-it notes, and necessary equipments as mentioned in each module

• Print outs of all the activities to be conducted to be in place before the sessions

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Thecontenthasbeendividedintomodules;eachmodulehelpstobuildaspecificskillsetandtakesstudents closer to the overall objective of acquiring the appropriate skills and becoming a tinkerer – a creator, a maker - in simple words, a solution provider.

ConTEnT oVERVIEW

MODULE I

DIGITAL LITERACY

This module is aimed to help understand the basics of using computers and becoming digitally safe

MODULE IIIDEATION

In this module, the objective is to help in generating multiple ideas for a problem

MODULE III

DESIGN THINKING

Thecontentofthismodulewouldhelpintheprocessofrefiningideasandgivingthem a proper shape

MODULE IV

COMPUTATIONAL THINKING

Heretheparticipantswouldgetanoverviewofallthedifferentkindsofhardwareand software - sensors, boards etc. that can be used to convert the idea into a prototype

MODULE V

PHYSICAL COMPUTING

This module will help in the hands-on/DIY activities – explain how the ideas generated can be made into a real-time project

Each of the modules has its own set of learning objectives and learning outcomes with a set of activities and resources for reference. Details of each of the modules are shared in a later section in this book.

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The Atal Tinkering Lab is a novel concept for our country. While there have been similar activities by some schoolsandorganizations,theeffortsandcoveragehavebeensporadicandmoreindividualisticinnature.With the Atal Innovation Mission (AIM) and the setting up of Atal Tinkering Labs in more than 500 schools across the country, the objective is to provide this opportunity to a much wider audience. The expectation is to have an impact on the entire education system in the country and lead our future citizens towards joining the global workforce as tech creators armed with skills for the future.

Towards this objective and expectation, it is essential to integrate the concept of Atal Tinkering Labs within our formal school education system. Considering that education follows a set path in our country, all of us togetherwillhavetoidentifytransactsbetweentheexistingsystem,andthenecessaryandoptimalflowofthis new concept of tinkering.

To begin with here are some basic guidelines:

1. ATL is for all class/grade VI–XII students. Students from other grades/classes can also be exposed to ATL as per the discretion of the school.

2. All students must be briefed about ATL (basic Information along with a scheduled visit to the ATL in the school)

IMPLEMEnTATIon oF THE ATL PRogRAM

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STEPS FoR IMPLEMEnTATIon

Plan Document for Establishing the Atal Tinkering Lab

Step I - Rolling out the action planThefirststageintheimplementationprocessistocreateaplanandarrangefornecessaryresourcesneeded to make the plan successful. This would involve the following:

i. Please refer to the plan document created by your school management/Principal/ATL in-charge (if not done yet please refer to the plan document for establishing the ATL in the operation Manual. A snapshot of the same has been given below for your reference.)

School name

City

State

Vision of the AIM-ATL Fostering innovation ecosystem in India – Cultivate one million children child innovators in India

Functional Areas:1.Physicalspaceallocation/identification

2. Human resource allocation for ATL

3. Decide/identify technical resource – tools and materials

4. Design a focused and feasible time table

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Recommended process

• Utilize zero periods/class teacher’s periods for dedicated sessions for tinkering

• If there are no zero periods, please discuss and try to get them included in the time table in such a way that as and when needed, large numbers of students can undergo training/orientation

• Use block periods for continuous lab sessions – this would help provide the students ample time to work at a stretch

• Make a time table for after-school hours for school students and similarly, students from other schools

ii. Work on your existing school time table and make time for tinkering - for ATL. There should be predefinedhoursinaweekwhenstudentswouldbeallowedandexpectedtoeithervisitthelab and/or be part of orientation sessions in their classroom itself. This would help to bring in regularity and uniformity.

iii. orient and train teachers other than the ATL in-charge

The ATL in-charge single-handedly may not be able to manage and would need support from other teachers to:

• Identify students for ATL from various sections and classes

• Provide basic orientation and logistic support for ATL visits

• Be available as a substitute teacher in absence of ATL in-charge

• Support in the ATL for various activities

Thus,itisimperativetoinvolveotherteachingstaffalso–providethemwiththeoverallperspectiveandimportance of the program and prime them to support by setting the expectations from the beginning itself.

Towards this aim, nITI Aayog will be sharing more information on the training plan for the selected teachers of the school.

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Step II - Enrolling students in Atal Tinkering Labs By now, your school has:

• A functional Atal Tinkering Lab

• AqualifiedAtalTinkeringLabin-charge

• OtherteachingstafftrainedtosupporttheATL

Nowthenextstepistogetthemainbeneficiariesoftheprogramonboard–getstudentstojointhetinkering lab – become part of it and start using the facility as has been envisaged. In general, all the students of the school in certain grades have to be oriented. While this has been mandated, there may still be a need for spreading awareness through various options. (To know more please refer to the Information Management section in the ATL operation Manual)

Forstudentsfromthecommunityoutsideofschool,asustainedfocusedefforthastobemadebytheATLAdvisory Committee, spearheaded by the ATL in-charge. (To know more please refer to the Information Management section in the ATL operation Manual)

Recommended process

• Studentidentificationandnominationneedstobeacontinuousprocess,andteacherswillplayakeyroleinit•Self-registrationcanbeoneoftheoptions,postwhichtheATLin-chargealongwithotherteacherscandiscussanddecide•Opencommunicationbetweenparentsandteachersthroughouttheprocess is important

• Interesting sessions to be organized in the lab to generate curiosity towards the program and get the students attracted to make optimum use of the lab

To enrol students from the community:

• Invite neighbouring schools to participate in events held in your school

• Collaborate with ngos working in the locality to identify, mobilize, and convince students and parents to allow their wards to get enrolled

• Seekhelpoflocalgovernmentbodiesinidentifyingmeritoriouscandidatesorthosewithscientificbent of mind

• Prepare a separate time table for them for vacations and weekends to conduct block sessions as may be decided mutually

The next stage would be to integrate the program within the formal education scenario.

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InTEgRATIon oF THE ATL PRogRAM In SCHooLS now let’s look at integrating the program in a school set-up.

With the aim to help in making the labs functional and to support the school, we recommend the following four level approaches:

Level 1 - Pre-Tinker LevelThisisthefirstlevel–openforallthestudentsintheschoolasperthemandateoftheATLGrant.Theobjective here is to create awareness, provide an orientation about ATL, fuelling interest and inspiring the students to take up tinkering.

Suggested process/ways

• Ensure all school students (grade VI–XII) participate at this level

• organise six sessions of one hour per batch spanning over introduction, orientation, ATL visit, pre-ideathon, idea generation and introduction to concept of design thinking

• Responsibility of this level lies with the class teacher and/or teachers selected by school authorities/Atal Advisory Committee

Level 2 - Tinker ClubThis is the second level – open to selected interested students – selected through self-registration/nomination by teachers. The objective is to have focused sessions and steer the students towards serious tinkering and innovation process.


• Select students from the previous level on the basis of interest, previous experience, ideas generated, and students nominated by the teachers will join in at this level

• organise two sessions of two hours per week for eight weeks and/or as per the time table decided by the school authorities/Atal Advisory Committee

• Students at this level will be introduced to computational thinking and will revisit the concept of design thinking along with DIY activities

• Responsibility of this level lies with the designated ATL in-charge teacher and/or teachers selected by school authorities/Atal Advisory Committee

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Level 3 - Tinker LabThislevelwouldhavesmallsizebatches-30eachfromdifferentagegroups.ThesestudentswillworkinthelabwiththeATLin-chargeworkingonspecificideasandprojects.


• Select students from the previous level on the basis of aptitude, interest, previous experience, passion, mindset, willingness, inequality facing, and ideas generated will join in at this level

• Students at this level will be revisiting the concepts of design thinking, computational thinking, and understand the concept of physical computing along with DIY activities

• This level may have at least three batches/cohorts based on age group; these students will work in the ATL for at least three months - Junior batch (12-14 years), Middle batch (14-16 years), Senior batch (16-18 years)

• All sessions will take place in the ATL under the guidance of ATL in-charge/Innovation Coach with support from external mentors and local maker communities

Level 4 - Post Tinker LabStudents from any of the above three levels could be part of this level activities. These students are competent enough to create and tinker on their own with only supervisory support from the ATL in-charge. Theyaretheself-driven,self-motivatedoneswhowouldbeworkingonspecificideasandprojects,andwillbe involved in creating solutions for local/global problems.


• Select students here will be based on self-interest and passion

• All sessions will take place in the ATL under the guidance of ATL in-charge/Innovation Coach with support from external mentors and local maker communities

• Students would be working on real-time projects and engage in active prototyping on their own and/or in partnership/with support from other government programs – AIM’s Incubators, other higher education universities, maker spaces, industry partners etc.

• Thislevelisopenended,withnofixedduration

• These students can participate in external/internal competitions, challenges, innovation festivals etc.

Eachoftheselevelsdepictsadifferentsetofcompetencies;requiresdifferentskillsets;needsdifferenttype of activities and various lengths of time duration.

Foreachlevel,aparticipationcertificatecanbegiventoallthestudentsbytheschool.Atemplatemaybeprovided by nITI Aayog. More details will be shared later.

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Tinkering Levels

1LEVEL

4LEVEL

2LEVEL

3LEVEL

PRE-TINKER TINKER CLUB TINKER LAB POST TINKER LAB

Inspire and ignite passion

All school children(Grades VI-XII) interested in tinkering

To be shared byAIM periodically

One month (flexible – as per the school schedule)

School teachers

Participation certificate for all students may be introduced

Take participants from zero to tinker skills

Interested students


Two months. (flexible – as per the school schedule)

ATL in-charge teacher


Elevate the level of students from Tinkerer to Maker

Select students - batches of 30 students to work in lab., minimum of three batches to be conducted in a year


Three months per batch of 30 students

ATL in-charge supported by external mentors and maker communities


Enable youth facing inequality to grow from Maker to Innovator and show Community Impact (Tech Creation to Tech Usage)

Self-motivated students working on their own


Open ended - may overlap with local festivals, grand challenge/showcases

Students

Participation certificate for all students/Advanced Badging may be introduced

Goal

Audience

Content

Duration

Ownership

Certification

Apt

itude

for c

reat

ive

thin

king

Apt

itude

for i

nnov

atio

n m

ind-

set

Tech

cre

atio

n im

plem

enta

tion

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ALIGNMENT OF CONTENT WITH TINKERING LEVELSThe next step now is to align our content to these levels:

Levels Core ObjectiveSuggested Alignment of Modules/content

Resources aligned with the module/ content

Level 1 – Pre-Tinker Level

Creating awareness about ATL

Initiating the process of Ideation

Understanding the concept of Design Thinking

• Digital Literacy

• Digital Awareness program – cyber Safety

• Ideation

• Design Thinking

• Presentation about ATLs

• Digital literacy online module

• Digital wellness module

• Presentation about Ideation

• A set of questions for Ideation

• Presentation: Introduction to Design Thinking

• Presentation about stages of Design Thinking

Level 2 – Tinker Club

Understanding the concept of Computational Thinking and applying the same to real-time problems

Computational Thinking Presentations

• Introduction to Computational Thinking

• Understandingflowchartsandalgorithms

• Understanding Sensors & Actuators and their applications

• Understanding Circuits

Revisit concepts & activities of Design Thinking

Level 3 –Tinker Lab

Understanding the concept of Physical Computing & applying the same to real-time problems

Physical Computing Presentations

• Let’s get to know boards

• getting started guide part 1



Activity cards for Physical Computing

Revisit concepts and activities of design thinking, computational thinking

Level 4 – Post Tinker Lab

Work on real-time projects using the learning from previous levels

Do It Yourself Do It Yourself

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LEARnIng MoDULES FoR ATAL TInkERIng LABS

ThemainbeneficiaryoftheAtalTinkeringLabprogramisthechildren-thestudents.Theentireprogramhasbeenbuiltforthemandthus,itisimperativethatthefirstactivityshouldincludeanintroductionoftheprogram for them.

Towardsthisaim,wesuggestmakinguseofthefirstsessiontomakethemawareabouttheprogram-about the Atal Tinkering Lab – Atal Innovation Mission using a brief presentation detailing its background, objectives and expectations; give them an understanding of its importance; and to provide an overview of what is tinkering, and encourage them to become part of this journey of innovation and invention.

The following pages will take you through content curated and collated to be used in Atal Tinkering Labs.

Thecontentspecifiedhereissuggestiveinnatureandnotexhaustive by any means. We urge the facilitators/users to go beyond it and involve students in interesting activities. Thecontentsharedhereisflexibleandcanbedeliveredinshort (one hour) or long (three to four hours) sessions. It can also be adapted to be a one-time experience or spread over many weeks/months.

Note for the facilitator

• PleaserefertoIntroductiontoATL–ApresentationaboutATLlabs-firstintroductionforstudentsprovided in the pen drive

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Module I - DIGITAL LITERACY

Learning Objective Learning Outcome

• To enhance students’ knowledge and skills in working with computers & other devices

• To introduce them to the basics of internet and how to be safe while using it

• To make students computer literate, thereby enabling them to create and innovate using technology

• Would have understood the basics of computers, and learnt how to use basic computer applications for collaboration like presentation, word processing, spreadsheets and multimedia applications

• Would have become adept at using internet search, email and various social media platforms and will be able to communicate, collaborate and create things like resumes,flyers,invitations,budgetsetc.through hands-on activities

• Would have become cyber safe and will be able to protect themselves online

About Digital LiteracyDigitalliteracyistheabilitytouseinformationandcommunicationtechnologiestofind,evaluate,create,and communicate using both cognitive and technical skills.

Itincludesknowledge,skills,andbehaviourinvolvingtheeffectiveuseofdigitaldevicessuchassmartphones, tablets, laptops and desktop PCs for purposes of communication, expression, collaboration and advocacy. While digital literacy initially focused on digital skills and stand-alone computers, the focus has now shifted to network devices including the internet and social media.

We recommend you to not confuse digital literacy with its earlier versions of computer literacy and digital skills. Computer literacy refers to knowledge and skills in using traditional computers, such as desktop PCs and laptops whereas digital skills is a little more contemporary term and includes the practical abilities in using digital devices, such as laptops and smartphones.

A digitally literate individual however possesses a much wider range of digital skills, knowledge of the basic principles of computing devices, and skills in using computer networks. The individual has the ability to engage in online communities andsocialnetworksandisabletofind,capture,andevaluateinformation.¹

Insimplewords,wecanalsodefinedigitalliteracyastheabilityof individuals and communities to understand and use digital technologies for meaningful actions within life situations.

We would like to share here that this is an optional module and can be referred and used as and when required or if the students feel a need for it.

1https://en.wikipedia.org/wiki/Digital_literacy

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For the ATL initiative to be successful, it is imperative that the students have a prior knowledge or a certain degree of digital literacy as future projects would involve a lot of activities that would need them tousecomputersproficiently.Inoneofthelatermodules,theywouldbeexposedtoprogrammingandconnecting other technical components together to create projects and prototypes, and thus it is essential for them to have a working knowledge of using computers.

In order to determine the level of Digital Literacy in the class, we suggest asking students the following set of questions:

• Have you seen a computer? Do all computers look the same?

• Have you used a computer before?

• Have you heard about the internet? Have you used it before?

• Do you know how to create an email ID? Do you have an email ID?

Based on the responses, we would suggest you to share the details of the online Digital Literacy Module.

Brief about the Online Digital Literacy moduleDigital literacy is a necessity today to complement, and jointly contribute to development and growth with equity. Access to technology and the internet plays a huge role in driving personal growth, expanding livelihood opportunities, and enhancing incomes and productivity.

The module has been designed to give youth and adult learners the opportunity to improve their social andeconomicself-sufficiencythroughdigitalliteracy.Itteachesparticipants,withlittleornopriorcomputer experience, basic computer skills that are relevant and will be useful in their daily lives.

Brief about the Digital Wellness module The internet today is an indispensable part of our lives. This makes it important for us to know not only how to protect ourselves but also be discerning about the online activities we participate in, what we read and watch, and how we conduct ourselves.

The internet opens several opportunities that you would never be able to avail otherwise. You can see places you have never travelled to, communicate with friends across the globe, get information on anything anytime, and create an online reputation that allows you to present yourself as you desire to be seen by the world. However, with all of these come risks. You may stumble across a website that displays inappropriate content, your email or social networking account could be hacked and misused, someone could misinterpret what you posted and respond with hurtful comments, or you could be embarrassed by photosorinformationthatgetsassociatedwithyouronlineprofile.Itisthereforeveryimportanttoknowhow you can avoid risks and keep yourself safe on the web.

Thiscurriculumwillmakeyouawareofthebenefitsanddangersofusingtheinternet;nurtureastrongcharacter through cyber wellness values; familiarize you with types of cyber threats, consequences and protective measures; prepare you to make responsible and informed decisions in cyberspace.


• Please refer the students to the link for Digital Literacy - https://easystepsonline.intel.com/

• Please refer the students to the Digital Wellness curriculum in the pen drive

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Module II - IDEATION


• To introduce students to the concept of ideation

• To encourage them to think out of the box, look at the world around them, identify problems and think of potential solutions

• Would have started to think over and above the everyday activities

• Would know how to generate multiple ideas to solve one problem statement

About Ideation“Ideation is the creative process of generating, developing, and communicating new ideas. These ideas can be understood as a basic element of thought that can be visual, concrete, or abstract.”

“The process of coming up with an idea that can be turned into something valuable is called ideation.”²

ThesearesomeofthesimplestdefinitionsforIdeationontheinternet.Forourpurposes,wecanfurther simplify it as:

Ideationisthefirststeptowardstinkering-thisisthestepwhereastudentwill/shouldstartthinking-about a new idea, a new concept, or a new solution to an existing or new problem.

The whole idea is to start thinking. once the students become responsive and start sharing ideas, ask them to concentrate on, and identify one problem statement - any problem/issue that they would like to work on.

This, in brief, is the entire process of Ideation – Identify a problem statement - look for probable solutions

keep this as your mantra and get going!

Feedback

identiFy a probLem

Generate ideas

seLect potentiaLLy

Good dea

execute the idea

Find soLutions to the probLem


• Please refer to the Ideation presentation & suggested set of questions provided in the pen drive

2https://en.wikipedia.org/wiki/Ideation_(creative_process)

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About Design Thinking In most of your sessions in schools, a typical scenario is where a teacher asks the students some questions and students answer these with the aim to give the ‘right answer’. There is usually only one right answer and any other input is considered as a wrong one, and can bring in some kind of punishment for the students.

The process of Design Thinking (DT) is opposite to this kind of traditional teaching. While teaching DT, students are encouraged to explore real-world problems without easy solutions. They are expected to take charge of their own learning, work together in teams rather than individually and understand that there are no “right answers” to the greatest of challenges/problems.

In simple words - Design Thinking is a method for practical, creative resolution of problems, and creation of solutions. It is a form of solution-based or solution-focused thinking with the intent of producing a much needed/required solution for a problem.

WhiletheapproachtoteachDTmaybedifferentwecanfindsimilaritiesinthewayitispracticed.Itdoesn’tdiffermuchfromthescientificmethodwhichistaughtandusedinschoolsundervarioussubjects.Justlike a science or a math’s problem, DT also begins by stating a hypothesis and then, through various inputs, suggestions, and permutations and combinations that move toward forming a model or theory. The main differenceisthatinputs/suggestionsinaDTprocessareallaimedtowardssolvingtheidentifiedproblemorfillingtheidentifiedgapinaservice/model/productetc.

It includes “building up” ideas, with few, or no, limits at a stretch during a brainstorming session. This helps reduce fear of failure in the participant(s)/students and encourages the process of input and participation from all. The outcome of such a brainstorming phase is what we commonly refer to as “thinking out of the box”.

Forthepurposesoftinkering&innovatingtowardtheobjectivesofATLs,theDTprocesscanbedefinedthroughfivedistinctstages:empathize,define,ideate,prototypeandtest.

Withinthesefivestages,problems can be framed, the right questions can be asked, more ideas can be generated, and the best answers can be chosen. These stages are not linear; can occur simultaneously and can be repeated as many times as required.

Module III - DESIGN THINKING


• To introduce and expose the students to the concept of Design Thinking,

• To enable them to practice and identify design opportunities through various phases with the help of hands-on activities

• Would have understood the concept of design thinking and its application for problem solving

• Would have been exposed to various phases of Design Thinking, getting a deeper understanding of each one of them with real-time activities

Asyoucanseethatthefirstthreestagesmentioned here - EMPATHIZE, DEFInE & IDEATE have been covered in the previous module on Ideation.Thereasonbeingthat,asfirsttimeusers,and audience we wanted to inspire and encourage you to start the thinking process.

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Let’s take a quick look at each of these stages

empathize deFine ideate prototype testLearn about the

audience for whom you are designing

Construct a point of view that is based on user

needs and insights

Brainstorm and come up with

creative solutions

Build a representation of

one or more of your ideas to show to

others

Return to your original user group

and testing your ideas for feeback

Stage 1: EmpathyEmpathy is the ability to put yourself in someone else’s shoes to start “seeing” things through his/her eyes.

The objective is to identify problems that others may be facing. The students need to see themselves in the user’s shoes and empathize by seeing, thinking and feeling. As a facilitator, you need to guide them in doing so.

Stage 2: DefineOncethestudentshaveidentifiedtheproblemand understood what the others must be facing, theyneedtoclearlydefinetheproblem.ThePoint of View (PoV) statement helps transition intotheDefinestageinDesignThinking.Guidestudents in understanding the three elements that make up Point of View - the user, need and insight.

Stage 3: IdeateUsingdifferentideationtechniques,helpstudentsbrainstorm, explore their creative potential and come up with solutions to challenges. Then aid them in identifying the best solution from a pool of ideas.

Stage 4: PrototypeStudents now need to validate the ideas generated. Help them trim things down, or marry thoughts and customize. The idea needs to become tangible. Also, you need to prepare students for feedback or suggestions from targeted users as well as for appreciation.

Stage 5: TestFinally, testing will help determine what works and what does not. It may even land you and the students back at the drawing board! or if the user likes the solution, then the process of design thinking can end. The best idea goes into execution.


• Please refer to the presentations that will take you through the process of Design Thinking and its various stages in the pen drive provided along with the Activity Cards

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ResourcesTo get some more inspiration, you may refer to the following:

Brief Description Resource URL

Design Thinking https://www.youtube.com/watch?v=a7sEoEvT8l8https://www.youtube.com/watch?v=qyoZTUgzdgY

Design and Discovery – Full curriculum along with a facilitator’s guide to understand the process of Design Thinking and series of DIY activities

http://www.intel.in/content/ dam/www/program/education/us/en/documents/k12/design-and-discovery/dd-full-curric-ulum-fg.pdf

An Introduction to Design Thinking Process guide by Stanford University

https://dschool-old.stanford.edu/sandbox/groups/designre-sources/wiki/36873/attachments/74b3d/ModeguideBooT-CAMP2010L.pdf?sessionID=1b6a96f1e2a50a3b1b7c3f09e-58c40a062d7d553

Design Thinking is a cyclical process that allows you to solve complex problems in a creative way https://www.youtube.com/watch?v=3soeSkTUTA0

Design thinking - IDEo Insights https://www.youtube.com/watch?v=gPqjkoA1qlo

Empathize, Design, Ideate, Prototype, and Test to create something amazing with Design Thinking!

https://www.youtube.com/watch?v=QgLUxZtuXF4&featur-e=youtu.be

What is Design Thinking? https://www.youtube.com/watch?v=Ee4CkIPkIik

How to brainstorm - individually/in a group

https://www.youtube.com/watch?v=Cll6AEzXh8chttps://www.youtube.com/watch?v=aPnTPk0c53whttps://www.youtube.com/watch?v=gLpZ6RZHyoM (resource for teachers)

Complex Systems Design Thinking (How to do it) https://www.youtube.com/watch?v=WrdSkqRypsg

Design Thinking, How It works? (How to do it) https://www.youtube.com/watch?v=pXtn4y3o35M&t=18s

Five Rules of Design Thinking (TED Talk) (Why and how to do it) https://www.youtube.com/watch?v=TAV08bn5uEo&t=23s

Design Thinking with Elementary Students (How to do it) https://www.youtube.com/watch?v=hvqST2ggvA0

Design Thinking - CEo of IDEo (How and why to do it) https://www.youtube.com/watch?v=U-hzefHdAMk

Design Thinking, What, why and when? (TED Talk) https://www.youtube.com/watch?v=Q80wUnju5YA&t=1s

The Launch Cycle: Design Thinking Framework for k-12 Students https://www.youtube.com/watch?v=LhQWrHQwYTk

Design Thinking Animation https://www.youtube.com/watch?v=uRtAzzitBmA

All about Learning and Design Thinking https://www.youtube.com/watch?v=3soeSkTUTA0

Design Thinking for kids (Playlist) https://www.youtube.com/playlist?list=PL6cg1WctJgLB-3Msassl6UPQ4yx_t2gLTg

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Module IV - COMPUTATIONAL THINKING


• To help the students to develop their ideas into a robust step-by-step solution using adequate technology

• To introduce them to the concept of Computational Thinking - its key techniques/approaches

• To give them an understanding of algorithms, flowcharts,sensors,developmentboards,programmingthrough hands-on/DIY activities and exposure to various resources

• Would have understood the concept of Computational Thinking and its application for problem solving

• Would know how to develop their ideas into flowcharts,algorithmsandconvertthemintoprogramming language

• Would have undergone real-time hands-on projects using sensors, coding while understanding their multiple applications

About Computational ThinkingComputers can be used to help us solve problems. However, before a problem can be tackled, the problem and the ways in which it could be solved needs to be understood. Computational thinking allows us to do this. It allows us to take a complex problem, understand what the problem is and develop possible solutions. These solutions can then be presented in a way that a computer, a human, or both, can understand.

Thinking computationally is not programming. It is not even thinking like a computer! Simply put, programming tells a computer what to do and how to do it. Computational thinking enables us to work out exactly what to tell the computer to do.

For example, if you agree to meet your friends somewhere you have never been before, you would probably plan your route before you step out of your house. You might consider the routes available and which route is ‘best’ - this might be the route that is the shortest, the quickest, or the one which goes past your favourite shop on the way. You’d then follow the step-by-step directions to get there. In this case, the planning part is like computational thinking, and following the directions is like programming!

Being able to turn a complex problem into one we can easily understand is a skill that is extremely useful. In fact, it’s a skill you already have and probably use every day.

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Let’s take a look at two more examples:

Both of the instances above show how computational thinking has been used to solve a complex problem.

This brings us to the four key techniques of computational thinking:

1. Decomposition - breaking down a complex problem or system into smaller, more manageable parts (e.g. where to go, how to complete the level)

2. Abstraction - focusing on the important information only, ignoring irrelevant detail (e.g. weather, location of exit)

3. Pattern recognition – looking for similarities among and within problems (e.g. knowledge of previous similar problems used)

4. Algorithms - developing a step-by-step solution to the problem, or the rules to follow to solve the problem (e.g. to work out a step-by-step plan of action)

Example 1 Example 2

Let’s say you need to decide what to do with your group of friends.Ifallofyoulikedifferentthings,youwouldneedtodecide:

• What you could do

• Where you could go

• Who wants to do what

• What have you previously done that has been a success in the past

• How much money you have and the cost of any of the options

• How much time you have

From this information, you and your friends could decide more easily where to go and what to do – in order to keep most of your friends happy. You could also use a computer to help you to collect and analyze the data to devise the best solution to the problem, both now and even in a future scenario.

Another example might occur when playing a video-game. Depending on the game, in order to complete a level you would need to know:

• What items you need to collect, how you can collect them, and how much time do you have to collect them

• What is the best route to complete the level in the quickest time possible

• What kinds of enemies are there and their weak points

From these details you can work out a strategy for completingthelevelinthemostefficientway.

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A closer look will show that you may have worked through some parts of these techniques in Ideation and Design Thinking modules. Here is a quick snapshot:

So in this module we will concentrate on

1. Algorithms and flowcharts - developing a step-by-step solution to the problem, or the rules to follow to solve the problem

2. getting introduced to hardware/software - understand their usage and learn how to put the idea generated through Ideation and detailed through Design Thinking into action by taking it to a computer and learning to give it a real-time shape

3. Learning the basic concept of Programming

Understanding Algorithms and FlowchartsAn algorithm is a plan, a set of step-by-step instructions to solve a problem.

If you can tie shoelaces, make a cup of tea, get dressed or prepare a meal, then you already know how to followanalgorithm.Inanalgorithm,eachinstructionisidentifiedandtheorderinwhichtheyshouldbecarried out is planned. Algorithms are often used as a starting point for creating a computer program, and theyaresometimeswrittenasaflowchart.

If we want to tell a computer to do something, we have to write a computer program that will give the computer step-by-step instructions on what we want it to do, and how we want it to do it. This step-by-step program will need planning, and to do this we use an algorithm.

Computers are only as good as the algorithms they are given. If you give a computer a poor algorithm, you willgetapoorresult.Algorithmsareusedformanydifferentthingsincludingcalculations,dataprocessingand automation.

• go through each Idea/scenario and analyze

step 3: anaLyze• Fine tune the idea

step 4: optimize• What would you

like to do?• What’s the problem

youhaveidentified?• Defineproblem

statement

step 1: scope• Look for various

solutions for your problem.

• generate multiple scenarios – ideas

step 2: Generate

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Representing an algorithm: Flowcharts

Aflowchartisadiagramthatrepresentsasetofinstructions.Flowchartsnormallyusestandardsymbolstorepresentthedifferentinstructions.Therearefewrulesaboutthelevelofdetailneededinaflowchart.Sometimesflowchartsarebrokendownintomanystepstoprovidealotofdetailaboutexactlywhatishappening.Sometimestheyaresimplified,sothatanumberofstepsoccurinjustonestep.

A simple program could be created to ask someone their name and age, and to make a comment based on theprogramrepresentedasaflowchartwouldlooklikethis:

NO

Is age >=70 Output ‘You are aged to perfection’

YES

Output‘You are a spring chicken’

Start

Stop

Output ‘What is your name?’

Input - User inputs their name

Store user’s input in a name variable

Output ‘Hello + name’

Output ‘How old are you?’

Input - User inputs their age

Store user’s age in age variable

Source: http://www.bbc.co.uk/education/guides/zpp49j6/revision/3

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• Please refer to the presentation on Computational Thinking - Flowcharts and Algorithms in the pen drive provided

• Please ensure all the participants/students solve the exercises given at the end of the presentation. Students canbeencouragedtocomewithproblemsandsolutionsforthesameviaflowchartsandalgorithms.


• Please refer to the Computational Thinking presentation about sensors and actuators provided in the pen drive


Understanding Sensors and Actuators, and their applicationsHere you will learn about different kind of sensors and their applications.

Imagineahumanbodywithoutitsfivebasicsenses.Itwillnotbeabletointeractwithitssurroundings,andit will not be able to produce any reaction. Similarly in the world of computers we have sensors – to help know the input/output for any selected process/program.

Inthebroadestdefinition,asensor is an electronic component, module, or subsystem whose purpose is to detect events or changes in its environment, and send this information to other electronics, frequently a computer processor. A sensor is always used with other electronics, whether as simple as an electric light or as complex as a computer.

Sensors come in variety of shapes and sizes, and they sense a very large variety of things, from heartbeats to air pressure, from brightness to heat - there is a sensor to measure almost everything. And if there isn’t asensorspecifictoyourrequirement,youcanmixandmatchavarietyofsensorstoaccomplishwhatyouneed.

Actuators are basically things that produce an action. They are like the hands and legs of a person, and they come in various forms and shapes. Electromagnets, relays, DC motors, servo motors etc. are a few examples of commonly used actuators.

Understanding CircuitsThis will help you to understand what are circuits and different kind of circuits.

In electronics, a circuit is a path between two or more points along which an electrical current can be carried.

A circuit is a closed loop that electrons can travel in. A source of electricity, such as a battery, provides electrical energy in the circuit. Unless the circuit is complete, that is, making a full circle back to the electrical source, no electrons will move.3

3http://www.qrg.northwestern.edu/projects/vss/docs/power/2-whats-a-circuit.html

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• Please refer to the Computational Thinking presentation on Circuits


ResourcesTo get some more inspiration, you may refer to the following:


Computational Thinking and Thinking about Computing https://www.cs.cmu.edu/afs/cs/usr/wing/www/talks/ct-and-tc-long.pdf

More about Computational Thinking

Computational Thinking (In-depth Explanation)https://www.youtube.com/watch?v=C2Pq4n-iE4IComputational Thinking from code.orghttps://www.youtube.com/watch?v=injJWiSA0pwAbstraction Computational Thinkinghttps://www.youtube.com/watch?v=jV-7Hy-PF2Q

know more about Single Board Microcontrollers https://en.wikipedia.org/wiki/Single-board_microcontroller

All about Circuits

http://www.build-electronic-circuits.com/free-electronic-circuits/http://www.dummies.com/programming/electronics/how-to-build-a-simple-electronic-circuit/Basic Electricity: Current, Resistance and ohms Law https://www.youtube.com/watch?v=nfcgA1axPLo Basic Tutorial on Introduction to Circuits by khan Academy (Tutorial)https://www.youtube.com/watch?v=3o8_EARoMtg There is a course on Circuit Physics by khan Academy. It’s very good for beginners. (Playlist for Circuit Physics Course) https://www.khanacademy.org/science/physics/circuits-topic How to Use Breadboard https://www.youtube.com/watch?v=6WReFkfrUIk Paper Circuit (How to do it)https://www.youtube.com/watch?v=BwkQ9Idq9FMBuild your own USB charger - a step-by-step guidehttp://www.build-electronic-circuits.com/wp-content/uploads/2017/lm/How-To-Build-A-Portable-USB-Charger.pdf

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All about Sensorshttps://www.electrical4u.com/sensor-types-of-sensor/https://www.engineersgarage.com/articles/sensorshttps://www.youtube.com/watch?v=q1xnuU7gaAQ

What’s an Algorithm?https://www.youtube.com/watch?v=6hfovs8pY1k https://www.youtube.com/watch?v=Da5ToXCwLSg

Algorithm in Pseudo Code, Flow Diagrams and Programming

https://www.youtube.com/watch?v=HhBrkpTqzqghttps://www.youtube.com/watch?v=XDWw4Ltfy5w

An overview of Flowchart https://www.youtube.com/watch?v=uCnliFukg8I

Real-life Algorithms – Paper Airplanes https://www.youtube.com/watch?v=AWqo8gxtrjs

Electronic Components

Simple guide to Electronics (Tutorial)https://www.youtube.com/watch?v=6Maq5IyHSuc Basics of Coils (Part 1) (Tutorial)https://www.youtube.com/watch?v=kdrP9WbJIb8 Basics of Coils (Part 2) (Tutorial)https://www.youtube.com/watch?v=XCnI6ZoYkes How does a Transistor Work? (Tutorial)https://www.youtube.com/watch?v=IcrBqCFLHIY

Making the Motors Work

D.C. Motor Working (Tutorial)https://www.youtube.com/watch?v=LAtPHAnEfQo&t=65s Stepper Motor Working (Tutorial)https://www.youtube.com/watch?v=TWMai3oirnM

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Module V - PHYSICAL COMPUTING


• To provide hands-on experience of basic coding, using sensors for various activities and getting to work with microcontroller boards

• Would have understood the basics of computers, and learnt how to use basic computer applications for collaboration like presentation, word processing, spreadsheets etc.

About Physical ComputingPhysicalComputingisbuilding/designing/creating/makinginteractivesystemsthatusedifferentkindsofsoftware and hardware to sense and respond to an external stimuli – which could be a program, a problem statement, a need, an issue or simply an Idea. In simple words - physical computing is a process where all the input and output devices work together as a single entity on the direction of a brain like object that could be a microcontroller board of a kind.

Physical computing takes a hands-on approach, which means spending a lot of time building circuits, soldering,writingprograms,buildingstructurestoholdsensorsandcontrols,andfiguringouthowbesttomakeallofthesethingstalktoeachotherandgivethedesiredoutput.Smartautomotivetrafficcontrolsystems,factoryautomationprocesses,washingmachines,fitnessequipmentfoundinhomes,officesandindustry – these are all things that make use of physical computing.

In essence, this is the stage where all that we have learnt in the previous module will be used and put togethertofinallyreachtheobjectiveofmakingaprototypeand/orworkingproject.

By now, you would have gone through the process of:

• Designthinking-generatedideas-identifiedproblems-usedflowcharts/algorithmstodepicttheproblems etc.

And understood about the following:

• Sensors

• Circuits

now let’s put it all together and start creating/making!

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The following presentations will take you through the process:

• Please refer to the following presentations and activity cards provided in the pen drive

- Presentation-PhysicalComputing–Let’sgettoknowboards-willgiveyouanoverviewofdifferenttypesofboards

- Presentation - Physical Computing – getting Started guide Part 1 - will take you through the process of programming a board

- Presentation - Physical Computing – getting Started guide Part 2 - a mini book for learning to program a board with simple DIY activities

- Presentation - Physical Computing – getting Started guide Part 3 - will take you through the process of connecting sensors with board

-Activitycards1–5-eachoftheactivitycardwillgiveanunderstandingofhowtoworkwithadifferentset of sensors - LDR, Flex, Water Level, Soil Moisture, MQ gas Sensors; each has a step-by-step process to follow and get the desired output

• Please ensure all the participants/students solve the exercises given at the end of the presentation.

Totakeyoufurtherinyourjourneytobecomeaninnovator,listedbelowarefivesampleactivitiesthatarecompletely DIY. It’s time to be completely on your own and make something. These activities should be able to help you to do just this.

Happy Tinkering!

List of five completely DIY activities Activities Key Objective of the Activity

Alcohol Test Check the consumption of alcohol amongst drivers to avoid accidents

Earthquake Test Create a monitoring system to detect the chances of earthquakes in the near future

Heart Monitor Test Measure heartbeat using a pulse sensor and genuino 101*

Smart Irrigation Pump Test Create a smart irrigation pump that can be controlled using a mobile app

Water Quality Test Detect water quality to make sure people drink clean water

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ResourcesTo get some more inspiration you may refer to the following


Physical Computinghttps://www.youtube.com/watch?v=TAlsEZEcSis https://www.youtube.com/watch?v=8npwSASQqyk

Arduino getting Started https://www.youtube.com/watch?v=grU7enPBRxk&list=PLT6rF_I5kkn-Pf2qlVFlvH47qHvqvzkknd&index=1

More about Arduino*

Why Arduino? (Ted Talk by Arduino Founder) https://www.ted.com/talks/massimo_banzi_how_arduino_is_open_sourcing_imagination Anatomy of an Arduino Board https://www.arduino.cc/en/guide/BoardAnatomyArduino IDE https://www.arduino.cc/en/guide/EnvironmentArduino Tutorials Playlist (Very useful for beginners, highly recommended )https://www.youtube.com/playlist?list=PLA567CE235D39FA84What all we can do with Arduino? https://www.youtube.com/watch?v=grU7enPBRxk&list=PLT6rF_I5kkn-Pf2qlVFlvH47qHvqvzkknd&index=1Arduino Basic Hardware overview and Fundamental Code Commands https://www.youtube.com/watch?v=BtLwonJ6klE

Programming Raspberry Pi* https://www.youtube.com/watch?v=eobSqbe9aqU

Physical Computing into Wearable Technology (Maker Story) https://www.youtube.com/watch?v=LwoLbbPcduM&t=10s

Learn about Switches Push Buttons for Arduino https://www.youtube.com/watch?v=1C-3P_hmd70

Using Motor Driver Shields with Arduino

L298n using Motors with Arduino https://www.youtube.com/watch?v=nZdrWQcpb9E Stepper Motor with Arduino using L293D https://www.youtube.com/watch?v=nZdrWQcpb9E

How Servo Motor Works https://www.youtube.com/watch?v=gviUtLsHDtg

Learn about Soldering Iron

How to Solder basics https://www.youtube.com/watch?v=BxeDkcAa4Fs Common Soldering Mistakes | Soldering https://www.youtube.com/watch?v=igqkhkff6cwhttp://www.dummies.com/programming/electronics/what-is-soldering-and-how-do-you-use-solder-tools/

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Tutorialsshowingusageofdifferenttypes of sensors with Arduino Boards

gas Sensors with Arduino https://www.youtube.com/watch?v=BIf_mpnsZvY Smoke and gas Sensors https://www.youtube.com/watch?v=YgEonZ-7i8o Calibrating with MQ2 gas Sensors https://www.youtube.com/watch?v=YgEonZ-7i8o Thermistor for Temperature Sensing https://www.youtube.com/watch?v=9opuvLXAetI Force Sensor with Arduino https://www.youtube.com/watch?v=1p8AE_QA8qQ Barometric Pressure Sensor with Arduinohttps://www.youtube.com/watch?v=s8e1eEqktm4 Ultrasonic Sensors (Very interesting project, it explains how radar works) https://www.youtube.com/watch?v=kQRYIH2HwfY gPS with Arduino https://www.youtube.com/watch?v=dy2iygCZTIM

get inspired with series of ideas of DIY http://www.instructables.com/tag/type-id/category-technology/chan-nel-arduino/

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LIST OF ALL RESOURCES IN SOFT COPY FORMAT

S.NO Module Presentation/Activity Card

1Introduction to Atal Tinkering Lab

Introduction to Atal Tinkering Lab

2 Plan document for establishing Atal Tinkering Lab

3Digital Literacy

online Digital Literacy module

4 Digital Wellness Curriculum

5Ideation

Ideation – An Introduction

6 A set of questions

7

Design Thinking

An Introduction

8 DifferentStagesofDesignThinking

9 Activity Cards for Design Thinking

10 List of online resources for self-learning

11

Computational Thinking

Understandingalgorithmsandflowcharts

12 Understanding Sensors & Actuators and their applications

13 Understanding Circuits


15

Physical Computing

Let’s get to know boards

16 getting Started guide Part 1



19 Activity Cards for Physical Computing

20 DIY Activity Cards


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© 2017 Intel Corporation. Intel and the Intel logo are trademarks of Intel Corporation in the U.S. and/or other countries.*other names and brands may be claimed as the property of others.

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